Selected Publications

¹indicates student author under lab mentorship

• ¹Porter, S. B., Odegard, T. N., Farris, E. A., & Oslund, E. L. (2023). Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension. Reading & Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-023-10448-w (View full text: https://rdcu.be/debqZ)
• Cho, E., Dahl-Leonard, K., Kehoe, K., Capin, P., Hall, C., & Solari, E. (2023). Motivational practices in reading interventions for students with or ar risk for dyslexia: Literature synthesis and meta-analysis. Topics in Language Disorders, 43(2), 119-145. https://doi.org/10.1097/TLD.0000000000000312 
• Siegel, L. S., Hurford, D. P., Metsala, J. & Odegard, T. N. (2022). The demise of the discrepancy definition of dyslexia: Commentary on Snowling, Hulme, and Nation. International Journal for Research in Learning Disabilities, 5(2), 49-54.
• Odegard, T. N., Farris, E. A., & Washington, J. A. (2022). Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index. Annals of Dyslexia. https://doi.org/10.1007/s11881-021-00250-0 (View full text: https://rdcu.be/cEpOH)
• Middleton, A., E., Farris, E. A., Ring, J. J., & Odegard, T. N. (2021). Predicting and evaluating treatment response: Evidence towards protracted response patterns for severly impacted students with dyslexia. Journal of Learning Disabilities. https://doi.org/10.1177/00222194211047633 
• ¹Porter, S. B., Odegard, T. N., McMahan, M., & Farris, E. A., (2021). Characterizing the knowledge of educators across the tiers of instructional support. Annals of Dyslexia. https://doi.org/10.1007/s11881-021-00242-0
• ¹Donovan, S. L., Odegard, T. N., Farris, E. A., & Flipse, J. L. (2021). Testing the impact of online training in areas of reading instruction on educator knowledge. Reading & Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-021-10179-w
• Farris, E. A., ¹Cristan, T. II., Bernstein, S. E., & Odegard, T. N. (2021). Morphological awareness and vocabulary predict reading resilience in adults. Annals of Dyslexia, 71(2), 347-371. https://doi.org/10.1007/s11881-021-00236-y (View full text: https://rdcu.be/cmR9j)
• Odegard, T. N., ¹Hutchings, T., Farris, E. A., & Oslund, E. L. (2021). External evaluations for dyslexia: do the data support parent concerns? Annals of Dyslexia, 71(1), 50-59. https://doi.org/10.1007/s11881-021-00224-2 (View full text: https://link.springer.com/epdf/10.1007/s11881-021-00224-2?sharing_token=YvINIiWr23ipd55L6JmyNve4RwlQNchNByi7wbcMAY5PsRHu373clFFJfx8HgzqQ75QMeGFTdAsmj3HyIdyAqUH1hAwgUEwl2snJIkFmLMPyMlF288XAzBp6G_TAtzZPrzP3sDcAX8fM857cnWLU-Cs_p5U-wDdruCYwqpmMQrQ%3D)
• Bernstein, S. E., Flipse, J. L., Jin, Y., & Odegard, T. N. (2020). Word and sentence level tests of morphological awareness in reading. Reading & Writing. https://doi.org/10.1007/s11145-020-10024-6
• Odegard, T. N., Farris, E. A., Middleton, A. E., Oslund, E., & Rimrodt-Frierson, S. (2020). Characteristics of students identified with dyslexia within the context of state legislation. Journal of Learning Disabilities. https://doi.org/10.1177/0022219420914551
• Farris, E. A., Alexander, E., & Odegard, T.N. (2020). Assessment and identification of learning disabilities. In M.M. Martel (Ed). A clinical guide to assessment and treatment of childhood learning and attention problems. Philadelphia, PA: Elsevier.
• ¹McMahan, K. M., Oslund, E. L., & Odegard, T. N. (2019). Characterizing the knowledge of educators receiving training in systematic literacy instruction. Annals of Dyslexia, 69(1), 21-33. https://doi.org/10.1007/s11881-018-00174-2
• Patael, S. Z., Farris, E. A., Black, J. M., Hancock, R., Gabrieli, J. D. E., Cutting, L. E., & Hoeft, F. (2018). Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. Plos One, 13(6), e0198791. https://doi.org/10.1371/journal.pone.0198791
• Ring, J., & Black, J. L. (2018). The multiple deficit model of dyslexia: what does it mean for identification and intervention? Annals of Dyslexia, 68(2), 104–125. https://doi.org/10.1007/s11881-018-0157-y
• Phillips, B. A. B., & Odegard, T. N. (2017). Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia. Annals of Dyslexia, 67(3), 356–368. https://doi.org/10.1007/s11881-017-0148-4
• Ring, J. J., Avrit, K. J., & Black, J. L. (2017). Take Flight: the evolution of an Orton Gillingham-based curriculum. Annals of Dyslexia. https://doi.org/10.1007/s11881-017-0151-9
• Farris, E. A., Ring, J., Black, J., Lyon, G. R., & Odegard, T. N. (2016). Predicting growth in word level reading skills in children with developmental dyslexia using an object rhyming functional neuroimaging task. Developmental Neuropsychology, 41(3), 145–161. https://doi.org/10.1080/87565641.2016.1158264
• Myers, C. A., Vandermostern, M., Farris, E. A., Hancock, R., Gimenez, P., Black, J. M., … Hoeft, F. (2014). White matter morphometric changes uniquely predict children’s reading acquisition. Psychological Science, 25(10), 1870–1883. https://doi.org/10.177/0956797614544511
• Ring, J. J., Barefoot, L. C., Avrit, K. J., Brown, S. A., & Black, J. L. (2013). Reading fluency instruction for students at risk for reading failure. Remedial and Special Education, 34(2), 102–112. https://doi.org/10.1177/0741932511435175
• Farris, E. A., Odegard, T. N., Miller, H. L., Ring, J., Allen, G., & Black, J. (2011). Functional connectivity between the left and right inferior frontal lobes in a small sample of children with and without reading difficulties. Neurocase, 17(5), 425–439. https://doi.org/10.1080/13554794.2010.532141
• Odegard, T. N., Farris, E. A., Ring, J., McColl, R., & Black, J. (2009). Brain connectivity in non-reading impaired children and children diagnosed with developmental dyslexia. Neuropsychologia, 47(8–9), 1972–1977. https://doi.org/10.1016/j.neuropsychologia.2009.03.009
• Odegard, T. N., Ring, J., Smith, S., Biggan, J., & Black, J. (2008). Differentiating the neural response to intervention in children with developmental dyslexia. Annals of Dyslexia, 58(1), 1–14. https://doi.org/10.1007/s11881-008-0014-5